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HDRs and ECAs together: A combined wri8ng group as a community of prac8ce Christa Jacenyik-­‐Trawöger and Agnes Bosanquet Who we are •  2 x HDRs, 3 ECAs •  Academic and professional staff in central learning and teaching unit •  Music, Cultural Studies, Psychology, History, EducaKon backgrounds Mind map of the literature Community of pracKce –  Meaning (learning as experience) –  Prac*ce (learning as doing) –  Community (learning as belonging) –  Iden*ty (learning as becoming) (Wenger,1998; Lave and Wenger, 1991) Our study –  What are the challenges you face? –  How has wriKng group impacted on your pracKce? –  What are the advantages and disadvantages of being a mixed group of HDRs and ECAs? Word cloud Challenges •  Finding 8me to write •  Developing a researcher iden8ty •  Wri8ng and publica8on skills Advantages For HDRs: –  inducKon into academic pracKce –  mentoring –  learning from those with more publishing experience –  academic career development –  working collaboraKvely/ joint publicaKons For ECAs: –  working collaboraKvely/ joint publicaKons –  feedback experience (giving and receiving) –  pracKce for HDR supervision –  opportuniKes to mentor So what? •  Induct HDRs into academic pracKce and ECAs into supervision •  Develop academic and writerly idenKty – non-­‐
linear, troublesome •  Gain perspecKves beyond PhD. References •  Aitchison, C. (2009). WriKng groups for doctoral educaKon. Studies in Higher Educa*on, 34(8), 905–916. •  Aitchison, C. (2010). Learning together to publish: WriKng group pedagogies for doctoral publishing. In C. Aitchison, B. Kamler, & A. Lee (Eds.), Publishing pedagogies for the doctorate and beyond (pp. 83–100). Routledge. •  Aitchison, C. (2014). Learning from mulKple voices. In C. Aitchison & C. Guerin (Eds.), Wri*ng Groups for Doctoral Educa*on and Beyond: Innova*ons in Prac*ce and Theory (pp. 51–64). Routledge. •  Bosanquet, A., Cahir, J., Jacenyik-­‐Trawoger, C., & McNeill, M. (2014). From speed daKng to inKmacy: methodological change in the evaluaKon of a wriKng group. Higher Educa*on Research & Development, 33(4), 635–649. •  Caffarella, R. S., & Barnef, B. G. (2000). Teaching Doctoral Students to Become Scholarly Writers: The importance of giving and receiving criKques. Studies in Higher Educa*on, 25(1), 39–52. •  Cahir, J., McNeill, M., Bosanquet, A., & Jacenyik-­‐Trawoger, C. (2014). Walking out the door: casualisaKon and implemenKng Moodle. Interna*onal Journal of Educa*onal Management, 28(1), 2. •  Cuthbert, D., Spark, C., & Burke, E. (2009). Disciplining wriKng: the case for mulK-­‐
disciplinary wriKng groups to support wriKng for publicaKon by higher degree by research candidates in the humaniKes, arts and social sciences. Higher EducaKon Research & Development, 28(2), 137–149. References •  Dwyer, A., Lewis, B., McDonald, F., & Burns, M. (2012). It’s always a pleasure: exploring producKvity and pleasure in a wriKng group for early career academics. Studies in ConKnuing EducaKon, 34(2), 129–144. •  Ferguson, T. (2009). The “Write” Skills and More: A Thesis WriKng Group for Doctoral Students. Journal of Geography in Higher EducaKon, 33(2), 285–297. •  Grant, B., & Knowles, S. (2000). Flights of imaginaKon: Academic women be(com)ing writers. InternaKonal Journal for Academic Development, 5(1), 6–19. •  Guerin, C. (2014). The gik of wriKng groups: criKque, community and confidence. In C. Aitchison & C. Guerin (Eds.), WriKng Groups for Doctoral EducaKon and Beyond: InnovaKons in PracKce and Theory2 (pp. 128–142). Routledge. •  Guerin, C., Xafis, V., Doda, D. V., Gillam, M. H., Larg, A. J., Luckner, H., … Xu, C. (2013). Diversity in collaboraKve research communiKes: a mulKcultural, mulKdisciplinary thesis wriKng group in public health. Studies in ConKnuing EducaKon, 35(1), 65–81. •  Larcombe, W., McCosker, A., & O’Loughlin, K. SupporKng EducaKon PhD and DEd Students to Become Confident Academic Writers: an EvaluaKon of Thesis Writers’ Circles. , 4 Journal of University Teaching & Learning PracKce (2007). •  Lassig, C. J., Dillon, L. H., & Diezmann, C. M. (2013). Student or scholar? Transforming idenKKes through a research wriKng group. Studies in ConKnuing EducaKon, 35(3), 299–314. •  Lassig, C. J., Lincoln, M. E., Dillon, L. H., Diezmann, C. M., Fox, J. L., & Neofa, Z. (2009). WriKng together, learning together: the value and effecKveness of a research wriKng group for doctoral students. In Australian AssociaKon for Research in References •  Lee, A., & Boud, D. (2003). WriKng Groups, Change and Academic IdenKty: Research development as local pracKce. Studies in Higher EducaKon. •  Li, L. Y., & Vandermensbrugghe, J. (2011). SupporKng the thesis wriKng process of internaKonal research students through an ongoing wriKng group. InnovaKons in EducaKon and Teaching InternaKonal, 48(2), 195–205. •  Maher, D., Seaton, L., McMullen, C., Fitzgerald, T., Otsuji, E., & Lee, A. (2008). “Becoming and being writers”: the experiences of doctoral students in wriKng groups. Studies in ConKnuing EducaKon, 30(3), 263–275. •  Maher, J., Lindsay, J., Peel, V., & Twomey, C. (2006). Peer Mentoring as an Academic Resource: Or “My Friend Says...” Australian UniversiKes Review, 48(2), 26–29. •  McGrail, M. R., Rickard, C. M., & Jones, R. (2006). Publish or perish: a systemaKc review of intervenKons to increase academic publicaKon rates. Higher EducaKon Research & Development, 25(1), 19–35. •  Mewburn, I., Osborne, L., & Caldwell, G. (2014). Shut up & Write! some surprising uses of cafes and crowds in doctoral wriKng. In WriKng Groups for Doctoral EducaKon and Beyond: InnovaKons in PracKce and Theory (pp. 218–232). Routledge. •  Murray, R. (2012). “It”s not a hobby’: reconceptualizing the place of wriKng in academic work. Higher EducaKon, (Murray). EducaKon 2009 InternaKonal EducaKon Research Conference. •  Page-­‐Adams, D., Cheng, L.-­‐C., Gogineni, A., & Shen, C.-­‐Y. (1995). Establishing a Group to Encourage WriKng for PublicaKon among Doctoral Students. Journal of Social Work EducaKon, 31(3), 402–407. •  Parker, R. (2009). A learning community approach to doctoral educaKon in the social sciences. Teaching in Higher EducaKon, 14(1), 43–54. •  Pasternak, D. L., Longwell-­‐Grice, H., Shea, K. A., & Hanson, L. K. (2009). Alien Environments or SupporKve WriKng CommuniKes?: Pursuing wriKng groups in academe. Arts and HumaniKes in Higher EducaKon, 8(3), 355–367. •  Washburn, A. (2008). WriKng Circle Feedback: CreaKng a Vibrant Community of Scholars. The Journal of Faculty Development. •  Wolfsberger, J. (2014). A weekly dose of applause!: connectedness and playfulness in the “Thesis Marathon.” In C. Aitchison & C. Guerin (Eds.), WriKng Groups for Doctoral EducaKon and Beyond: InnovaKons in PracKce and Theory (pp. 177–189). Routledge.